Several verbal and nonverbal tests and measures, including the General Classification Test (GCT), Mechanical Test (MECH), Arithmetic Test (ARI), Clerical Test (CLER), Raven Progressive Matrices (RPM), age, education level, race, speaking English as a native or second language, modification of hand use, and measures of handedness and eyedness were used to differentiate between a group of recruits enrolled in a Navy remedial reading program and a non-remedial comparison recruit group. These tests and measures were also associated with reading achievement attained by the remedial recruits as measured by pre- and post-test performance on the comprehension subtest of the Gates-MacGinitie Reading Test. The results show that verbal tests (GCT, MECH, and ARI) were correlated highly with the group (remedial/non-remedial) criterion. The data indicate that the RPM, which was associated significantly with the group criteria, was also highly related to these other verbal measures. The CLER test, however, was found to have only a low order correlation with these other verbal tests. CLER scores were found to be correlated significantly with the group criterion. Other nonverbal measures, including education, race, modification of hand use, and consistency of hand and eye use, were also shown to differentiate significantly between the two groups. (Author/MV)